This was very interesting news for me, as I came from value-on-education family. For me, the childhood was as fun, playful, mischevous and friendly as all other child should have. Educational raising of my parents is exception because they allow me to build my dream by myself; they never give me stress like most of other friends' parents do. I didn't notice it at first. When I knew my friend's parents are scolding their sons/daughters of getting low rank or making mistakes in exams, I felt I'm odd one out of friends. My parents wanted me to know what I've done, what I've got, and what I really wanted. It was an amazing thing for a primary kid's environment.In developing countries like our motherland, higher education is the way out of poverty for a low earning family. Many parents urges their children to learn as much as (sometimes more than) they could chew so that they could earn more money when they grow up. And for business-running family, they want to be proud of their children's achievements. And their business might penetrate and expand higher-ranked market if they got higher achievements along their educational path. (Many parents believe so.) That's why I want to spot out my parents' behavior on me.
I have grown old in small towns (more than 4 towns in 12 years), where the most updated knowledge resource is Radio and Newspaper. And States-run papers are not reliable on news. The only way to know about the world was listening a World Service Radio Broadcasting. I prefer reading books and listening radio programmes while most of my friends tried hard to get some playing periods among parents' tight learning schedule. When I want to play outdoor games, I had to be extremely patient, knowing my friends have found many more difficulties than me.
As an ordinary kid, I have learnt, noted and (one more point than other is) thought like other kids might do. After 10 years fading, I found myself in the place some distance away from what I've wanted to be. I'm not satisfy myself at all, thinking many "if"s and "then". If I get the chance to learn in developed environment, if I get the opportunity to keep in touch with modern technologies, and so on. Now, I'm in faster developing environment than my childhood days. What's the difference? I could pick up my learning in my career than I've hoped. I could pace up like others (sometimes faster than others) to understand some modern technological issues. I found myself bold enough to face those all as my first BBC World Service Radio Broadcasting Lesson.
Technological issues are useful for everyone, I know. But if you don't have that chance, should you be worry terribly? For me, whatever you've got can be a good foundation only if you keeping building on that. Environmental supports help you to get what you want in faster and easier way, the most important generator is yourself.
The news article mentioned below informed about technical supporting to basic education in a tiny Asia-Pacific country. The necessities are provided, but activities must be done by kids, themselves. Let's see what they get!
http://news.bbc.co.uk/2/hi/technology/7576573.stm
The One Laptop Per Child programme has lived up to its name in the tiny South Pacific nation of Niue, where 100% of children now have one.
500 of the programme's XO laptops were distributed this week to primary and high school students.
The rugged, waterproof laptops have been designed as a cheap way to bring the internet to children in the developing world.
There are 4500 more laptops earmarked for the Pacific region as a whole.
It is not the first time that Niue has proven to be ahead of the technological curve; in 2003, it became the first territory to offer free wireless internet to all its inhabitants.
Besides instant wireless websurfing, the schoolchildren will also be able to communicate with each other within a radius of one kilometre without going online.
Secretariat of the Pacific Community director general Jimmie Rodgers was quoted by the AFP news wire as saying that the laptops "have the potential to revolutionise education in ways that are difficult to imagine."
Originally the brainchild of the Massachusetts Institute of Technology's Media Laboratory, the effort has grown to garner the support of large corporations, including Google.
The One Laptop Per Child programme has lived up to its name in the tiny South Pacific nation of Niue, where 100% of children now have one.
500 of the programme's XO laptops were distributed this week to primary and high school students.
The rugged, waterproof laptops have been designed as a cheap way to bring the internet to children in the developing world.
There are 4500 more laptops earmarked for the Pacific region as a whole.
It is not the first time that Niue has proven to be ahead of the technological curve; in 2003, it became the first territory to offer free wireless internet to all its inhabitants.
Besides instant wireless websurfing, the schoolchildren will also be able to communicate with each other within a radius of one kilometre without going online.
Secretariat of the Pacific Community director general Jimmie Rodgers was quoted by the AFP news wire as saying that the laptops "have the potential to revolutionise education in ways that are difficult to imagine."
Originally the brainchild of the Massachusetts Institute of Technology's Media Laboratory, the effort has grown to garner the support of large corporations, including Google.
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